cambridge primary science learners book and activity book samples

Learner’s Book and Activity Book Samples

Cambridge PrimarY Science

Booklet

Our missionWe further the mission of the University of Cambridge by disseminating knowledge in the pursuit of education, learning and research at the highest international levels of excellence.

We valueTo progress towards our mission, our strategy has five main elements:

• High standards of learning and scholarship

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• Collaboration and openness.

Achievement through excellenceWe at Cambridge University Press International Education are driven by a simple imperative: to work alongside educators and learners to provide individuals with accessible, inspirational learning resources that lead them to a lifetime of achievement. We are proud to share the gold-standard tradition and contemporary relevance of the University of Cambridge. For us, academic rigour, innovative thinking and leading edge practices are crucial aspects of delivering the excellent, fully rounded education that the 21st-century learner demands.

Cambridge University Press is a world-leading international education publisher, providing educational materials, resources and services to teachers and learners, from ages 3-19, in over 160 countries.

We are a not-for-profi t organisation and follow the core values of the University of Cambridge, ensuring all of our publishing refl ects the Cambridge standards around encouraging and supporting critical thinking, thinking skills, problem solving and creativity.

Through our comprehensive and high-quality print, digital and online resources, we aim to enable thousands of learners worldwide to advance their learning, knowledge and abilities, and to successfully pass their exams and assessment criteria.

We work with innovative and aspiring authors with extensive knowledge of the education market and curriculum developments. Our teachers and learners can expect support and customer care from a dedicated specialist global team of representatives and agents.

In an ever-changing global educational environment, Cambridge University Press aims to innovate, inspire and lead the way in educational excellence.

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A view from the publisher… why we have commissioned Cambridge Primary Science

An enquiry-based, language-rich approach to learning with an international focus

Methodology and approach

Cambridge Primary Science is a flexible series that can be used to support a range

of teaching methods in different settings. We do this by offering a variety of ideas

for activities to support teaching and learning of each objective in the curriculum

framework, from which you can select those most suited to your learners.

In keeping with the Cambridge International Examinations curriculum framework,

Cambridge Primary Science strongly supports a science curriculum in which

enquiry is central. Support for the scientific enquiry learning objectives is

embedded across the series, with full guidance for teachers on how to develop

the required skills. Throughout, activities are suggested that will help learners to

discover and investigate scientific concepts for themselves in an engaging way.

Cambridge Primary Science is a truly international series, written for a global

audience. Exercises focussing on scientific vocabulary and suggestions for

classroom discussion are included throughout the series, thus supporting

development of language as well as subject knowledge. Examples from a

wide range of international settings are included and alternative activities are

suggested in case certain materials are hard to come by in your part of the world.

Key featuresIn our Learner’s Books, all required learning objectives are covered in an engaging visual layout and suggestions for hands-on activities encourage enquiry-led learning. The ‘Talk about it!’ features stimulates classroom discussion and the ‘Check your progress’ questions present assessment opportunities and help learners prepare for the Progression and Checkpoint Tests.

In the Activity Books, additional exercises for each topic may be completed in class or set as homework. The exercises help to consolidate understanding, apply knowledge in new situations and develop scientifi c enquiry skills. Core vocabulary is developed in a dedicated language activity for each unit in Stages 3 to 6.

The Teacher’s Resource Book with CD-ROM offers support for using all three components. The teaching ideas offer fl exibility with plenty of activity suggestions, as well as guidance on differentiation, assessment and using resources available online. Additionally, a collection of worksheets supports suggested activities. The resource offers fl exible delivery, with all content both in print and – in editable format – on the CD-ROM.

We hope you enjoy your sample copy and don’t forget to visit education.cambridge.org/cambridgeprimary to fi nd out more!

The International Education team

, all required learning objectives are covered in an engaging visual

Introducing… Cambridge PrimaryCambridge Primary seriesIn addition to our market-leading titles for Cambridge Checkpoint, Cambridge O Level, Cambridge IGCSE® and Cambridge International AS and A Level, we will be publishing an exciting new series for the Cambridge Primary curriculum frameworks developed by Cambridge International Examinations for Stages 1-6 and for the Cambridge Primary English as a Second Language (ESL) curriculum framework developed by Cambridge English Language Assessment. This will complete the learners’ journey with Cambridge materials from Primary to Pre-University.

We are working with Cambridge International Examinations towards endorsement of the brand new suite of products for English, Mathematics and Science. Cambridge Global English will not go through the Cambridge endorsement process as it follows the curriculum framework developed by Cambridge English Language Assessment.

About the Cambridge Primary CurriculumCambridge Primary, typically for 5–11 year olds, gives schools a curriculum framework to develop skills, knowledge and understanding in younger learners. Cambridge Primary provides guidance for curriculum development and classroom teaching and learning. It enables teachers to assess children’s learning as they progress with Cambridge Primary Progression Tests. [Cambridge English Language Assessment tests for learners at the Cambridge Primary stage are: Cambridge English Starters, Movers and Flyers and Key English Test (KET) for schools].

About Cambridge Primary ScienceCambridge Primary Science fully covers the Cambridge Primary Science curriculum framework. The course offers plenty of teaching ideas to give flexibility, allowing teachers to select activities most appropriate to their classroom and learners.

An enquiry-based style of teaching and learning is stimulated, with the scientific enquiry objectives integrated throughout to encourage learning of these skills alongside the scientific concepts. The language level is carefully pitched to be accessible to EAL/ESL learners, with concepts illustrated through diagrams to allow visual understanding and learning. There is dedicated support for practising scientific language and vocabulary.

Comprehensive teaching support helps teachers to bring all elements of the course together in the classroom.

®IGCSE is the registered trademark of Cambridge International Examinations.

What is in your free sample?Included you will find a representative sample chapter for two stages of:

• CambridgePrimaryScienceLearner’sBook

• CambridgePrimaryScienceActivityBook

There is another sample booklet available titled Science Booklet 2 which has within it sample chapters for two stages of:

• CambridgePrimaryScienceTeacher’sResourceBook

To see samples of all stages as they become available simply visit education.cambridge.org/cambridgeprimary

What is in the complete series?Cambridge Primary Science

Learner’s Books

• CambridgePrimaryScienceLearner’sBook1-9781107611382






Activity Books

• CambridgePrimaryScienceActivityBook1-9781107611429






Teacher’s Resource Books

• CambridgePrimaryScienceTeacher’sResourceBookwithCD-ROM1-9781107611467






How do I order, find out more and register my interest?Simply visit education.cambridge.org/cambridgeprimary for more information on the series, extended sample material and to pre-order your copies!

Also available for Cambridge Primary…Cambridge Primary Mathematics

Learner’s Books

• CambridgePrimaryMathematicsLearner’sBook1-9781107631311






Games Books

• CambridgePrimaryMathematicsGamesBookwithCD-ROM1-9781107646407







• CambridgePrimaryMathematicsTeacher’sResourceBookwithCD-ROM1-9781107656833






We also have a comprehensive range of materials for Cambridge Checkpoint, Cambridge IGCSE®, Cambridge O Level and Cambridge International AS and A Level.

Simply visit education.cambridge.org for more information on all these series.

How do I order, find out more and register my interest?Simply visit education.cambridge.org/cambridgeprimary for more information on the series, extended sample material and to pre-order your copies!

Also available for Cambridge Primary…Cambridge Global English*

Learner’s Books

• CambridgeGlobalEnglishLearner’sBookwithAudioCD1-9781107676091






Activity Books

• CambridgeGlobalEnglishActivityBook1-9781107655133







• CambridgeGlobalEnglishTeacher’sResourceBook1-9781107642263






*Cambridge Global English has not been through the Cambridge endorsement process.

We also have a comprehensive range of materials for Cambridge Checkpoint, Cambridge IGCSE®, Cambridge O Level and Cambridge International AS and A Level.

Simply visit education.cambridge.org for more information on all these series.

Learner’s Book


Unit being alive

Jon BoardAlan Cross

1 Being alive

1.1 Animals and plants alive!Words to learnliving plantanimal alivenon-living look

Words to learnliving plant

Can you see a living plant?

Can you see a living animal?Can you see things that have never been alive?

The Sun is hot but it is not alive. It is a non-living thing.

6 1 Being alive

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1 Being alive 7

What living things can we � nd?

Go outside to look at living things.

Photograph or draw those you � nd.

Look for the largest living thing you can see.

Look for the smallest living thing you can � nd.

Try to � nd six living things.

What you have learnt Some things are alive. Some things have never been alive.

Activity 1.1 You will need:a clipboard • a digital camera

Talk about the photos below with your friends.

Which photos show things that are alive?

Which photos show things that are non-living?

How do you know which things are alive?

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8 1 Being alive

1.2 Local environmentsWords to learnenvironment farmpet compare

Words to learn

pet compare

Look at each animal. Look at each plant. Where does it live? Why does it live there?

Animals can be found in natural environments.

They can also be found on a farm, in a zoo and in homesas a pet.

1.2 Local environmentsEach living thing needs a place to liveand lives in a local environment.

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1 Being alive 9

What you have learnt Each living thing lives in a local environment. The local environment gives them a home, food and water.

Activity 1.2a

Where do plants grow?

Think about where you will � nd plantsgrowing outside.

Go outside and look at the plants.Where do they grow?

Why do they grow where they do?

Compare how many plants you � nd in different environments.

Activity 1.2bBirds come to school

Have you seen birds at school? Where do you see them?

Can we make the environment better for them?

How could we make a feeding table?

Make a drawing to show how you could help the birds.

You will need:a clipboard • a digital

camera

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10 1 Being alive

1.3 Animal babies

Words to learnbaby calfhuman young

How many baby animals can you see?

Can you see the baby elephant calf?

Are all the babies like their parents?

Look at the little bear

cub.

Words to learn

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1 Being alive 11

All animals make babies. The babies grow up into adults.

A human mother usually has just one baby. Why?

Some animals have lots of babies.

Birds and rabbits can have eight or nine young.

Activity 1.3

Make a nursery for a baby animal

Make a model nursery for a baby animal.

You will need:modelling material or

a construction kit • cardboard

scissors • glue • sticky tape

What you have learnt Humans and other animals have babies. Young animals grow into adults.

Make sure you include food, water and a home.

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1.4 Healthy food and drink

Do you want to grow up healthyand strong?

Eat lots of healthy food like fruit and vegetables. Also drink lots of water.

Words to learnhealthy foodfat sugarsalt

12 1 Being alive

Which lunch bag is healthier?

Words to learn

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1 Being alive 13

What you have learnt Some foods and drinks are healthy. Foods and drinks with too much fat, sugarand salt are not healthy. Drinking lots of water is healthy.

Activity 1.4

My healthy plate

Draw your own plate of food for today.

Draw, or stick on, pictures ofthese foods.

Compare your plate with a plate of healthy food.

You will need:pictures of food

Fruit and vegetables come from plants.

They are full of good thingsfor your body.

They do not have too much fat,sugar and salt. Too much ofthese things is not healthy.

What haveI eatentoday?

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14 1 Being alive

1.5 Check your progress

1 Matt, the librarian, is in a muddle.He has dropped some books.

Which books go on each shelf?

2 Here are two local environments.

Which animals live in each environment?

snake camelscorpion dragon� y

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1 Being alive 15

3 Can you match each adult animal with its young?

4 Which of these foods are healthy foods?

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Activity Book


Unitbeing alive

Jon BoardAlan Cross

8 1 Being alive

Being alive1Exercise 1.1 Animals and plants alive!

In this exercise, you will think about things that are alive and things that have never been alive.

Gizela takes care of the animals and plants in her shop.

Say how you think she cares for the animals and plants.

Colour in all the things that are alive.

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1 Being alive 9

Exercise 1.2 Local environments

In this exercise, you will look at where different animals live.

Draw a line from each animal to its local environment.The � rst one has been done for you.

river

tree

seashore

� eld

goat

duck

crab

bird

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10 1 Being alive

Exercise 1.3 Animal babies

In this exercise, you will learn by looking at pictures.We drew around Sheena’s foot every month. Is she growing?

1 What do these footprints show?

2 Draw in a footprint for when Sheena is 4-months-old.

3 Will Sheena need smaller or bigger shoes when she is

4-months-old?

4 How could you � nd out about the way Sheena’s hands

are growing?

1-month-old 2-months-old 3-months-old 4-months-old

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1 Being alive 11

Exercise 1.4 Healthy food and drink

This exercise will help you to understand about healthy foods.

Uba wants to eat healthy foods.

Circle the healthy foods for Uba.

Can you add your own ideas for healthy foods?Draw pictures to show your ideas.

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Learner’s Book


3Unit 6 Forces and movement

Jon BoardAlan Cross

58 6 Forces and movement

Words to learnpush pull force startget faster slow downdirection

Every day you push and pull many things. Push and pull are examples of a force.

Forces can start and stop things moving.They can also make things get faster,slow down or change direction.

Each team pulls hard. They pull with their hands.

Each team pushes with their feet.

Six children divide into two teams to have a tug of war. How are the children using pushing forces and pulling forces? What could they do so that they don’t get hurt?

A ‘great tug of war’ that involves thousands of

people is held in Naha, Okinawa, Japan. It uses two

ropes made of rice straw. Each rope is 2 m in diameter

and over 300 m long.

Each team pushes with their feet.

m in diameter m in diameter

6.1 Push and pull

6 Forces and movement

get faster slow down

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6 Forces and movement 59

Talk about it! What have magnets

got to do with forces?

ChallengeHow could you investigate how the size of the push or pull you give to a ball affects how far it moves?

Questions1 Make a list of forces you have used so far today.2 List � ve things you move with a pulling force.3 Name a game in which you change

the direction of a ball.

What you have learnt Push and pull are examples of a force. We can use forces to start things moving, stop things moving and change their direction.

Magnets can be used to pick up

magnetic objects.

Forces start and stop things moving

Activity 6.1 You will need: a ball • some water in a bowl a balloon • a chair • a pencil

Work with a partner and � nd ways to start each of your objects moving.See if you can feel the push or pull you are using. Now � nd ways to stop each of the objects from moving.See if you can feel the force you are using this time.Finally, � nd ways to change the direction in which each object moves.

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6.2 Changing shape

Forces can change the shape of things. Words to learnobserve effect

Investigating forces

Activity 6.2aYou will need: a ball of clay • ruler

Drop a ball of clay from a height of 5 cm. Observe what happens to the ball of clay. Write down your observations or draw what the clay looks like.Shape the clay into a ball again. Drop the ball from a height of 10 cm. What is the effect on the ball of clay?Drop the ball of clay from three more different heights.Use ideas about forces to explain the pattern.

A baker uses a force when making bread.

This potter is using a force to create a clay pot.

This carpenter is using a force to carve the wood.

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Talk about it!How do forces in nature

change the shape ofthe land?

What you have learnt Forces can change the shape of things.


Activity 6.2b You will need: a small, heavy ball • different objectsa paper tubeDropping a ball onto objects

Questions1 Do all materials change shape when they are pulled or

pushed by hand?2 List some workers who have to change

the shape of materials.

Try using your hands to change the shapeof the objects in front of you. Which were easy to change?Use a wide, tall paper tube to drop a heavy ball ontothe objects.First, predict what will happen to each material. Use a table like this.

Object Prediction Result

biscuit break broke into 5 pieces

clay

raw vegetable

cooked vegetable

stone

Plan and carry out this test. How will you make it a fair test? Record the results.

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62

6.3 How big is that force?

There are small forces and big forces.

A volcano has so much force it can blast large rocks high in the air.

This girl is using a small force to pull on the empty sledge.

It takes a bigger force to pull this vehicle.

Omar pulls his toys with elastic. He is pulling with more force on some toys. How can you tell that this is the case? What toy do you think needs the biggest force?


1 2 3

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Talk about it!How could you measure

the size of a force?

Questions1 Put these in order from the

biggest force to the smallest force:

• a horse pulling a cart

• a girl lifting a book

• a train pulling wagons

• a bird picking up a leaf.2 Saida stretches an elastic band. Is this a

pulling force or a pushing force?

Investigating how much force

Activity 6.3 You will need: a balloon • objects to push against

Push against different objects with a balloon until they move. The bigger the force you need to move the object, the more squashed the balloon will be.

Choose � ve objects to push against. Record your results. Say whether you used a very small force, a medium force or a large force.

What you have learnt There are different sizes of force.

All sorts of large things can be moved with a large force.

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6.4 Forcemeters

If you push on a door with foam you can see the size of the push.

Words to learnforcemeter newton

A forcemeter is a piece of equipment that measures the size of a force. Forcemeters measure the size of pulls.

The unit of force is the newton (N). The unit is named after the famous

scientist Isaac Newton, who did a lot of work on forces.

A equipment that measures the size of a force. Forcemeters measure the size of pulls.

named after the famous scientist Isaac Newton,

who did a lot of work on forces.

(N). The unit is named after the famous

Forcemetersmeasure the size of pulls.

Sir Isaac Newton

Aleksy and Peng both push on a piece of foam. We can see how hard they push.

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Talk about it! What could you use to

measure pushingforces?

Measuring forces

Activity 6.4 You will need: a forcemeter

Use a forcemeter to measure different pulling forces around your school. Before you measure, predict which object will need the biggest force to pull it. Record the sizes of the forces in a table. Draw a bar chart to show the results. Compare your predictions with what you found out.

Questions1 What is the unit of measurement of force: a a newton b a forcemeter c a pull?2 Why is it important for equipment

for sport to be strong?

What you have learnt There is simple equipment which we canuse to measure forces.

The unit of measurement of force is the newton.

The forces in the ropes will bedifferent for

different climbers.Tennis players use forces of

different sizes to control the ball.

The wind creates a force on the sail

which moves the boat through the water.

The wind creates The wind creates The wind creates The wind creates The wind creates The wind creates The wind creates

A cycle helmet must be strong enough to protect the cyclist if their head

gets hurt by a force.

A cycle helmet must be strong enough to protect strong enough to protect the cyclist if their head

gets hurt by a force.

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6.5 Friction

Friction is a force that acts when two surfaces rub together. Some materials cause more friction than others.

Words to learnfriction gripsmoot h rough

When hands are rubbed together

friction acts between them.

You can go very fast down a slide.

There will be friction between your clothes and

the surface ofthe slide.

between them.

Rub your hands together. Feel them rubbing and getting warm.

There is friction between the bottom of your shoes and the � oor which helps your shoes to grip the � oor surface. This stops you from sliding.

The friction between the ball and the bat helps the ball to

change direction.

Ice is slippery. There is little friction between the puck

and the ice and so the puck slides easily when it is hit by

the player’s stick.

Friction can start and stop things moving.You need the friction between the � oor and your shoes to help you start walking.

If you roll something across a surface, friction will cause it to slow down. It will stop at some point. Friction also help things to change direction.

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Talk about it! Why are some shoes safer to wear on ice

than others?

What you have learnt Friction acts when two surfaces rub together.

The size of the friction force depends on the two surfaces which are rubbing together.


Forces and friction

Activity 6.5You will need: a small trolley • a forcemeter • different types of surface

You can use a forcemeter to � nd out about friction. If there is more friction, you will need a bigger force to make something move.Plan an investigation.You will pull a trolley across different surfaces with a forcemeter.Predict which surface will produce the most friction. Try using a very smooth surface and a rough surface.How will you measure this? How will you record your results?When you have done the test, decide what your conclusion is.If you have time, test other surfaces.

Questions1 When does friction act?2 Faye loves her garden slide. She � nds that when she wears

cotton clothes she goes faster than when she wears woollen clothes. Explain why.

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Check your progress6

68 6 Forces and movement68686868686868 6 Forces and movement

1 Here is a ball bouncing toward Kamili.

a How can she stop it?b How can she change

the ball’s direction?

2 Which forcemeter is measuring the greatest force?

A B C

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3 Alex tested the force needed to pull his skateboard over different surfaces. Here are the results.

a Which surface was the hardest to pull the skateboard on?b Which surface was the easiest to pull the skateboard on?

4 Which surface creates the most friction with a skateboard:

• wood

• grass

• stone?

Explain your answer.

5

4

3

2

1

0wood grass stone

Type of surface

Forc

e in

new

ton

s (N

)

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Activity Book


3Unit 6 Forces and movement

Jon BoardAlan Cross


Exercise 6.1 Push and pull

In this exercise, you will think about things that are pushed and pulled. The pictures are to help you, but do add your own ideas. Draw or write them in the boxes below.

Things I push

Things I pull



Exercise 6.2 Changing shape

In this exercise, you will think about how the shape of objectsand materials can be changed using forces.

Draw the object and say how you would change its shape.

Object What type of force could I use to change the shape?

wood

sandcastle

elastic band


Exercise 6.3 Small force or big force?

In this exercise, you will sort pictures into those thatshow a big force and those that show a small force.

Draw a line from each pictureto the correct box.

smallforce

big force


Exercise 6.4 How much force?

In this exercise, match each object to the size of force needed to make it start to move. The � rst one has been done for you.

brick 10 newtons

book 5 newtons

box of paper 25 newtons

shoe 1 newton

car 20 newtons

heavy door 10 000 newtons

Explain your choices to the class.


Exercise 6.5 Friction

In this exercise, you will think about where friction is acting.

Look at the pictures. Draw an arrow to show where friction is acting.


Language review

This exercise checks that you understand the scienti� c wordsused in this unit.

Match each word to its meaning.

The � rst one has been done for you.

force opposite of push

newton a machine for measuring forces

pull opposite of pull

forcemeter a push or a pull

frictiona force which acts when two surfaces

are in contact

push the unit of force

cambridge primary science learners book and activity book samples

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